‘Practitioner researchers… are in a unique position to make an important contribution to the evolution of knowledge in the field of their professional practice. Their particular value lies in their positionality close to the site of professional action.’ Pascal & Betram, 2012 Praxis, Ethics and Power: Developing praxeology as a participatory paradigm for early childhood research, European Early Childhood Education Research Journal, Vol20, Issue 4, p484
This University of Cambridge ESRC Impact Acceleration Account project brought together practitioners, researchers and stakeholders with an interest in work with young children in museums, galleries and gardens with the aim of establishing a new community of practice around practitioner led research.
Setting the Scene (October 2018) case studies of innovative work from around the UK (including UCM Nursery in Residence) were shared and discussed in light of participant’s own experiences.
Next Steps (January 2019) speakers from a range of academic fields (Early Childhood, Art Education and Ethnography) presented a variety of possible methodologies for investigating this area of work in a manner that is both academically trustworthy and of the highest ethical integrity. Analysis of the discussions has generated key themes which will shape future research and practice.
